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Related Concept Videos

Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone,...
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Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

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The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
Abstract Reasoning and Hypothetical-Deductive Thinking
Unlike the concrete operational...
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Reasoning01:30

Reasoning

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Reasoning is the action of thinking about something in a logical, sensible way. It is integral to problem-solving, decision-making, and critical thinking. Reasoning can be inductive or deductive. Reasoning involves transforming information into conclusions, which is essential for problem-solving, decision-making, and critical thinking.
Inductive reasoning involves deriving generalizations from specific observations. This type of reasoning helps form beliefs about the world. For example,...
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How Do Executive Functions Influence Children's Reasoning About Counterintuitive Concepts in Mathematics and Science?

Iroise Dumontheil1,2, Hannah R Wilkinson1,2, Emily K Farran1,3

  • 1Centre for Educational Neuroscience, Birkbeck, University of London, London, UK.

Journal of Cognitive Enhancement : Towards the Integration of Theory and Practice
|January 8, 2024
PubMed
Summary
This summary is machine-generated.

Executive functions (EFs) aid counterintuitive reasoning in older children, while the Stop & Think (S&T) intervention specifically benefits younger children

Keywords:
ChildrenCounterintuitive reasoningExecutive functionMathematicsMisconceptionsScience

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Counterintuitive scientific and mathematical concepts challenge everyday experiences.
  • Executive functions (EFs), particularly inhibitory control (IC), are crucial for understanding complex concepts.
  • The Stop & Think (S&T) program trains IC skills and has shown promise in improving academic performance.

Purpose of the Study:

  • To investigate the role of EFs in counterintuitive reasoning.
  • To examine how S&T training moderates the relationship between EFs and counterintuitive reasoning.
  • To differentiate the effects of EFs and S&T training across different age groups.

Main Methods:

  • A sample of 372 children (Years 3 and 5) were assigned to S&T, active control, or usual care.
  • Participants completed assessments of working memory (WM), IC, IQ, and counterintuitive reasoning pre- and post-intervention.
  • Cross-sectional and intervention analyses were conducted to evaluate the impact of EFs and S&T training.

Main Results:

  • Year 5 children showed cross-sectional associations between counterintuitive reasoning and EFs, specifically verbal WM.
  • The S&T intervention improved counterintuitive reasoning in Year 3 children, but not Year 5 children.
  • EF measures did not predict which children would benefit most from the S&T intervention.

Conclusions:

  • Individual differences in EFs are less critical for counterintuitive reasoning in younger children.
  • Older children demonstrate a stronger link between EFs and counterintuitive reasoning, and can apply S&T strategies to academic subjects.
  • The findings clarify the specific mechanisms through which the S&T intervention enhances learning in mathematics and science.